Differentiating Foreign Language Instruction for Gifted Learners With Autism: From Theory to Practice
Özet
Bu bölüm, otizm spektrum bozukluğu (OSB) olan üstün yetenekli öğrencilerin yabancı dil (L2) eğitimini incelemektedir. İki kere farklı (2f) bu grup, ileri düzeyde biçimsel dil bilgisi ile pragmatik ve sosyal iletişim güçlüklerinin bir arada bulunduğu kendine özgü bir paradoks yaşayabilmektedir. Bölüm, eksiklik temelli modellerin ötesine geçerek güçlü yönlere dayalı ve nöroçeşitlilik temelli bir çerçeve benimsemektedir. Dilsel Kodlama Farklılıkları Hipotezi (DKFH) ile Vygotsky'nin Yakınsal Gelişim Alanı (YKG) kuramını bütünleştirerek "İkili Farklılaştırma" yaklaşımını önermektedir. Senteze göre, öğrencinin bilişsel düzeyine uygun öğretim sunarken pragmatik boşlukları öngörülebilir ve yapılandırılmış desteklerle köprülenebilmektedir. Tasarım Temelli Anlama (TTA) ve Farklılaştırılmış Öğretim (FÖ) yaklaşımlarını sentezleyen altı aşamalı bir öğretim tasarımı döngüsü sunularak 15 yaşındaki özel yetenekli ve OSB'li öğrencinin ayrıntılı vaka incelemesiyle örneklendirilmiştir. Tam ders planı, değerlendirme uyarlamaları ve replik silikleştirme (script fading) süreçleri bölüme dâhil edilmiştir. Paydaş rollerine (öğretmenler, ebeveynler, yöneticiler) değinilmiş ve öğretmenler, program tasarımcıları ile araştırmacılar için uygulamaya dönük öneriler sunulmuştur. Bölüm, önerilen döngünün deneysel olarak test edilmesi ve replik silikleştirme ile dinamik değerlendirme üzerine boylamsal çalışmalar yapılması çağrısıyla sona ermiştir..
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